Factors contributing to the burnout of the faculties of a medical university in Iran: A cross‐sectional study

Abstract

Abstract Background and aims Faculty members confront a variety of obstacles over time, the most recent of which is the coronavirus disease 2019 pandemic, which may increase their vulnerability to burnout (BO). This study aims to examine BO in medical school faculties, as well as the factors that lead to BO and well‐being in them. Methods This cross‐sectional study was conducted in 2021 using online questionnaires completed by 222 faculty members of a medical university in Iran. The Maslach Burnout Inventory‐Human Services Survey (MBI‐HSS) and the Well‐being index (WBI) were used. Additionally, we gathered individual‐level profiles (demographic, well‐being) and occupational information (job profile, attitude toward work). Results A total of 60 (27%) faculties reported having high BO, and 112 (50.5%) reported having low well‐being. Being female (odds ratio, OR = 2.69), having time to spend with the family (OR = .26), the intent of turnover (OR = 8.65), job recommendation to the offspring (OR = .26), and experiencing violence last year (OR = 2.97) were some of the individual‐level factors and job‐related attitudes associated with a higher BO. In the neural network for BO, the most important variables were the intention of turnover, followed by adequate family time. Conclusion One third of the responding faculty reported severe BO, and BO was found to be significantly associated with lower well‐being. The increased levels of BO and a decreased experience of well‐being were both associated with a higher intention of turnover. According to the study, it is important to pay attention to both clinical and nonclinical field faculty members, female faculty members, those who have a high workload, and members who have experienced violence in the workplace. By acknowledging the unique challenges and experiences faced by these individuals, tailored measures can be developed to address their specific concerns and foster a supportive and inclusive environment.

Keywords

• faculty
• Iran
• professional burnout
• psychological well‐being